Sentences with phrase «in organizational improvement»

Strengthening Child Welfare Supervision (PDF - 387 KB) National Child Welfare Resource Center for Organizational Improvement (2007) Describes key strategies child welfare agencies can use to support the role of supervisors in organizational improvement.

Child welfare supervisors play a critical role in organizational improvement by linking management goals and initiatives to caseworker practice changes.

Not exact matches

Among the factors that could cause actual results to differ materially are the following: (1) worldwide economic, political, and capital markets conditions and other factors beyond the Company's control, including natural and other disasters or climate change affecting the operations of the Company or its customers and suppliers; (2) the Company's credit ratings and its cost of capital; (3) competitive conditions and customer preferences; (4) foreign currency exchange rates and fluctuations in those rates; (5) the timing and market acceptance of new product offerings; (6) the availability and cost of purchased components, compounds, raw materials and energy (including oil and natural gas and their derivatives) due to shortages, increased demand or supply interruptions (including those caused by natural and other disasters and other events); (7) the impact of acquisitions, strategic alliances, divestitures, and other unusual events resulting from portfolio management actions and other evolving business strategies, and possible organizational restructuring; (8) generating fewer productivity improvements than estimated; (9) unanticipated problems or delays with the phased implementation of a global enterprise resource planning (ERP) system, or security breaches and other disruptions to the Company's information technology infrastructure; (10) financial market risks that may affect the Company's funding obligations under defined benefit pension and postretirement plans; and (11) legal proceedings, including significant developments that could occur in the legal and regulatory proceedings described in the Company's Annual Report on Form 10 - K for the year ended Dec. 31, 2017, and any subsequent quarterly reports on Form 10 - Q (the «Reports»).

Any improvement in the customer experience will require some degree of organizational transformation.

COA accreditation demonstrates accountability in the management of resources, sets standardized best practice thresholds for service and administration, and increases organizational capacity and accountability by creating a framework for ongoing quality improvement.

During the four - year pilot period, A + schools showed growth on North Carolina's accountability tests, relative to the state, as well as improvements in organizational capacity and community partnerships, and increased channels of communication.

I just haven't seen the kind of drive for continuous improvement in traditional districts that I've witnessed in charter networks like KIPP and Achievement First, where the very organizational DNA is obsessed with excellence and continuous improvement, always looking for more effective approaches to teaching and learning.

Hess uses these case studies to speculate on how choice might be introduced in ways that both respect the built - in political and organizational constraints of urban school districts and lead to school improvement.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninIn Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learninin the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

The SLP faculty includes experts in organizational behavior, networks and partnerships, and school and district improvement.

Their most critical tasks are «leading organizational change, creating cultures of learning for the adults in the building, and leading instructional improvement for the children» — and «none of those sophisticated organizational changes and management issues are things they've been prepared for.»

Having over 36 years of experience in the field of Education, Performance Improvement, Strategic Planning, Organizational Leadership, Educational Leadership, Administration and Quality Improvement.

The Doctor of Education in Organizational Change and Leadership (Ed.D. in OCL) degree is for current and emerging leaders looking to create and foster learning environments that drive systemic improvement across a range of organizations.

The Department specifically solicited individuals with experience and expertise in K - 12 assessment design, development, implementation, and use for instructional improvement, and those with expertise in complex organizational and project leadership and management.

360 Edition (INSPIRE - 360)-- This instrument enables the educational leadership preparation program to document leadership practices and school improvement and organizational indicators in the schools where program graduates work from the perspective of subordinate teachers and superordinate district leader (s).

The city funneled millions of dollars of additional resources for high school electives and college - level courses this year, and the school system has for years been working on organizational improvements for tracking students in the highly mobile school system and monitoring their progress toward graduation.

Leader in Practice Edition (INSPIRE - LP)-- This instrument enables the educational leadership preparation programs to document leadership practices and school improvement and organizational indicators from the perspective of program graduates who are working as school principals.

They were Principal Self - Rating on Shared Leadership Skills, Principal Self - Rating on Improvement Planning Focus, Principal Rating of District School Improvement Focus, Principal Rating of District Shared Leadership Skills, District Policies to Support Organizational Learning, and District Focus on Data - Based Decision Making (see Table C1.6.2 in Appendix C).

Coordinate district support for school improvement across organizational units (e.g., supervision, curriculum and instruction, staff development, human resources) in relation to district priorities, expectations for professional practice, and a shared understanding of the goals and needs of specific schools.

She has worked with thousands of schools nationally and internationally in the areas of standards, curriculum and assessment, adult learning, organizational development, school improvement, and action research.

Naressa Cofield is the director of excellence in programming for Choice Foundation where she is responsible for overseeing the foundation's strategic and tactical data initiatives and researching, reviewing, evaluating, and making recommendations on system enhancements to drive continuous instructional and organizational improvements across the charter management organization's three open - enrollment charter schools in New Orleans.

The belief that organizational improvement needs to cascade down from the top upper echelons of school managers no longer works in today's schools where frequently the staff has more seniority and experience than the principal.

Working at local, state, and national levels, we achieve significant, long - term improvements in areas such as student achievement, teacher effectiveness, and organizational capacity.

In her role, she partners with leaders across the organization to support network wide change initiatives and ensure the continuous improvement of organizational performance.

She provides thought leadership and oversight to Public Impact's work on teacher and leader policy, organizational change, parental choice of schools, and emerging opportunities for dramatic improvement in U.S. education.

Our practice With the ARCS Framework for Sustainable School Improvement at the heart of its work, Communities for Learning invests in research that inspires schools to set challenging goals as they aspire to be the very best that they can be; enables them to ask difficult questions as they probe self - identified strengths, issues and needs; supports them with experiences and tools that develop both individual and organizational expertise; empowers them to innovate and take the actions necessary to achieve their vision.

She provides thought leadership and oversight to Public Impact's work on teacher and leader policy, organizational change, parental choice of schools, and emerging opportunities for dramatic improvement in pre — K to grade 12 education.

In the context of organizational change and continuous improvement, strategic planning can be organized in five phases at the school leveIn the context of organizational change and continuous improvement, strategic planning can be organized in five phases at the school levein five phases at the school level.

I teach classes in the areas of educational leadership, organizational change, and school improvement using pedagogical approaches grounded in action research, team - based inquiry, and active learning.

Dr. Honig's research shows that improvements in teaching and learning across districts require fundamental changes in how central offices support schools — changes that are more profound than just revising organizational charts, adding or eliminating units or improving the efficiency of long - standing operations.

A rich knowledge base exists on the benefits of thoughtful, multi-year professional development activities for schools, districts, and dioceses, inspired in large part by federally funded research on school improvement, organizational change, and adult learning styles.

Traditional leadership preparation programs often lack the critical element that our partner the USC Rossier School of Education provides: anchoring an understanding of organizational improvement in the research on learning, motivation and organizational behavior.

District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators» participation in teaching and learning improvement efforts.

Mireille's research focuses on the ways in which schools and organizations can sustain their improvement strategies through individual and organizational learning.

There, she studied and researched instructional improvement, organizational learning, and social justice in education while teaching in Michigan's teacher education and education policy programs.

Teaching, Learning, and Instructional Resources: Studies in this area would be those that will lead to better understanding and improvements in the intellectual, material, and organizational resources that contribute to successful teaching and learning.

Anthony Bryk, Eric Camburn, and Karen Seashore Louis, «Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences,» Educational Administration Quarterly 35, no. 5 (1999): 751 — 781; Andrew Calkins, William Guenther, Grace Belfiore, and Dave Lash, The Turnaround Challenge: Why America's Best Opportunity to Dramatically Improve Student Achievement Lies in Our Worst - Performing Schools (Boston: Mass Insight Education and Research Institute, 2007); Yvonne L. Goddard, Roger D. Goddard, and Megan Tschannen - Moran, «A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools,» Teachers College Record 109, no. 4 (2007): 877 — 896; Karen Seashore Louis and Helen M. Marks, «Does Professional Community Affect the Classroom?

Leaders within a program should develop a shared vision for change, put systems in place that will support organizational learning, and lead improvement efforts.

In addition, the site visit team reviewed various documents provided by each district, including organizational charts, job descriptions, personnel evaluation forms, meeting agendas, classroom observation rubrics, school improvement plans, and other materials.

Our research suggests that it is possible to create pre - and in - service programs that develop principals who can engage successfully in many of the practices associated with school success: cultivating a shared vision and practice, leading instructional improvement, developing organizational capacity, and managing change.

That treasure trove of information enabled the consortium to determine with a high degree of reliability the organizational characteristics and practices that predict whether a school is likely to produce above - average improvement in student outcomes.

On average, these principals reported engaging in practices associated with instructional leadership and organizational improvement at higher rates than principals in the national comparison group.

Outcomes also include marked strengthening of district capacities in data, research, instructional support, organizational development, professional development, fundraising and corporate involvement, as well as extensive improvements in teaching and learning conditions, organizational support and alignment, school planning, and human resource practices.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

Our organizational mantra is «continuous improvement,» and it's one that inspires us everyday to be innovative in our thinking and strategic in how we approach our work with district partners.

«States and the federal government have a role in changing the way districts support effective leadership in every school;» said Jean Desravines, CEO of New Leaders, Inc. «To scale and sustain school improvement, state and federal leaders must recognize the important role that districts play and promote and model large shifts in organizational culture and operations.»

Of the three types of teacher support — emotional, organizational, and instructional — which area is weakest / needs improvement in your classroom or school?

- An examination of trends in average social - emotional and organizational support domain scores, as measured by the Classroom Assessment Scoring System, did suggest an «upward» improvement trend at the infant, toddler and pre-K levels.

When implementing «reform,» they must assume risks, deal with organizational conflict, attempt new practices, and take on extra work, such as engaging with colleagues in planning, implementing, and evaluating improvement initiatives.

By applying strong organizational and process improvement skills, Ryan has a history of creating efficiency in customer service - driven companies with operational experience including financial, event planning / scheduling, insurance compliance, and inventory management.